The Framework for Teaching and the Student-Led Classroom

The Framework for Teaching and the Student-Led Classroom
Welcome participants to the workshop. If appropriate, invite participants to introduce themselves to the rest of the group. You might ask them to state their name and some interesting fact about themselves. Share your enthusiasm for the learning to take place today and invite them to be active participants throughout the workshop. This workshop is designed to help you help teachers integrate components from the Framework for Teaching into their classrooms, creating a student-led learning environment. It is based on concepts in Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson (2007), which is the framework embraced by the Maryland State Department of Education. Share that the key message you want them to take away from this session (or several sessions, if you break up this workshop into shorter segments) is that integrating the components from the Framework for Teaching will transform a teacher-centered classroom into a student-led classroom where students play a key role in their learning. Share that incorporating the Framework for Teaching components will allow teachers to become more student-focused in their planning and instructional delivery, therefore allowing students to become more engaged and responsible for their learning. Additional presenting tips: Review all of the material in this workshop. The better you know the material, the more comfortable you will be. Wherever possible, get to know your participants before the presentation. Doing so enables you to know how to frame the workshop to better meet their needs. You should arrive at the workshop 60 minutes early. Spend the 15 to 20 minutes prior to the workshop greeting and visiting with participants. You will be able to draw on these conversations during the presentation and will be able to relate the material better to the group. Highlight or make note of points you feel strongly about or that participants would especially benefit from. It is not important that all of the material be presented. Rather, it is most important that learning takes place. There may be areas of the workshop that you will focus on longer, or areas you omit, depending on the needs of your participants. Make modifications to the presentation where needed. Look for opportunities and make notes ahead of time of areas where meaningful discussion on a topic can take place. You might invite a participant to think about a topic and come to the presentation prepared to discuss it at the appropriate time. As you review the material, think about analogies, anecdotes, or stories you can share from your own experience that will engage participants and help them better understand and internalize the material. Keep discussion on track. When discussing issues, there can be a tendency for participants to “vent” to the point of moving off-track. Invite participants back to the topic when you see this happening. Relate the stray discussion back to the topic, ask participants to hold on to their thoughts for later discussion, share an example from your own experience to regain the floor, or use a way of your own to bring participants back. Remember, the most important ingredient to presenting this workshop is you! Be creative and innovative and take some chances during your presentation. Use this module as a framework to engage and teach participants. Copyright the Master Teacher 2012

Part I Component 1c Setting Instructional Outcomes in the Student-Led Classroom The first module will focus on Domain 1, Planning and Preparation; specifically, Component c, Setting Instructional Outcomes. All instruction begins through the development of instructional outcomes that must align with the intended curriculum and meet the needs of all learners. Through strategic planning and preparation, lessons can be developed with a student-led focus in mind. The purpose of learning outcomes is to clearly state the student learning that will occur. This type of learning outcome supports a student-led classroom as it promotes increased rigor, deeper thinking, and increased student achievement overall. Copyright the Master Teacher 2012

Part I Objectives Participants will: Analyze aspects of instructional outcomes using the four Elements in the Framework for Teaching Component 1c that support a student- led classroom. Evaluate learning outcomes according to the Framework for Teaching Component 1c distinguished expectations. This module will focus on Danielson’s Framework for Teaching, specifically Domain 1, Component c, which is fundamental to Prince George’s County Public Schools’ Formal Observation Form. The components delineated within the framework establish expectations for planning and preparation, the classroom environment, instruction, and professional responsibilities. Embracing these practices and implementing them within the classroom is vital to supporting Maryland’s Common Core State Standards. Within these new standards, students are expected not only to learn identified curriculum but also to transfer learning across content areas to become college- and career-ready. Review the objectives for this module with participants. By the end of our session, you will be able to identify learning outcome expectations and create an outcome that focuses on student learning. Copyright the Master Teacher 2012

Background Knowledge College- and Career-Ready College- and career-ready is defined as: “The level of achievement a student needs to be ready to enroll in and succeed—without remediation—in credit‐bearing first‐year postsecondary courses.” ACT’s College Readiness System: Meeting the Challenge of a Changing World (2008, p. 1) Maryland is building its new curriculum in alignment with the Maryland Common Core State Standards. One of the overarching goals of these standards is that all students will leave high school prepared for success in college or the workplace without the need for remediation, also known as college- and career-readiness. Share the quote on the slide. ACT considers postsecondary to mean “primarily two-year or four-year institutions, trade schools, and technical schools” (2008, p. 1). Copyright the Master Teacher 2012

Warm-Up Activity What does it mean for your students to be college- and career-ready? How will your classroom need to change to prepare students to meet this expectation? Warm-Up Activity: Setting Instructional Outcomes Allow 5 minutes for this activity. One minute to self reflect Two minute partner share 2 minute share out Lead a group discussion. Pose this question: What does it mean for your students to be college- and career-ready? How will your classroom need to change to prepare students to meet this expectation? Provide adequate wait time for all participants to share their thinking. Ideas for discussion include: Students need to be independent thinkers and problem solvers to be college- and career-ready. Students must be able to synthesize information across content domains to reach the level of rigor expected to meet these new demands. Strategic planning must occur that includes not only the curriculum but also an authentic connection to students for this learning to lead to mastery of content knowledge and expectations. Copyright the Master Teacher 2012

Domain 1 “In general, it is a teacher’s responsibility to establish learning outcomes. In classrooms organized as a community of learners, however, teachers engage students in determining these outcomes, frequently in ways intended to extend their learning beyond the established curriculum.” (Danielson, 2007, p. 51) This quote is taken from Charlotte Danielson’s Enhancing Professional Practice. It relates directly to setting instructional outcomes. Read quote and ask participants to share how they currently include students in determining learning outcomes or how could they include student input. Discuss the implication for student achievement when students participate directly in guiding learning outcomes, and how that learning often extends into authentic applications and scenarios beyond the curriculum baseline standards and expectations. Copyright the Master Teacher 2012

Setting Instructional Outcomes (Component 1c)
The Framework for Teaching and the Student-Led Classroom Domain 1 Setting Instructional Outcomes (Component 1c) Element: Value, Sequence, and Alignment All outcomes represent high expectations, rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines. Within the Framework for Teaching, certain criteria pertain to establishing instructional outcomes. There are four elements embedded within those expectations that lead to distinguished instructional outcomes: Value, Sequence, and Alignment; Clarity; Balance; and Suitability for Diverse Learners. These expectations also align with Prince George’s County Schools’ Formal Observation Form. As instructional outcomes are created and instruction planned, teachers must strive to develop outcomes that meet these criteria. Instructional outcomes provide the structure for which instruction will follow. It is essential that instructional outcomes be written to focus learning and in a way that students can understand the learning expectations from the lesson. These often reflect the thinking that will be uncovered throughout the learning and not the stand-alone activities that will be completed. Outcomes connect prior knowledge and learning with the new learning, which looks forward to future learning expectations. Note: Slides 7-10 feature activities to help participants understand the four Elements of Domain 1c (Setting Instructional Outcomes). You can choose to present these slides as four 3-minute activities or one 12-minute activity. Activity: Value, Sequence, and Alignment Allow 3 minutes for this activity. Preparation: For this activity, you will need a piece of chart paper and a marker for each table group. When evaluating the element of Value, Sequence, and Alignment, it is essential to plan for critical learning that supports rigor for all students. Learning outcomes should integrate with other disciplines, as appropriate, as well as align with state and county curricular expectations. Move the participants into table groups. Provide each table with chart paper and markers. Ask participants to divide the paper into four sections. Read the slide. Ask participants what they notice about these criteria as they relate to the Value, Sequence, and Alignment of instructional outcomes. Have groups record their thinking in the first section of their chart. Provide approximately 3 minutes for this step. Then have groups share out their thinking, adding responses to their chart if they deem necessary. Responses could include: Learning must occur beyond skill sets alone. Integration of learning between and within disciplines. Planning is designed so that concepts can be interwoven as appropriate. A high level of rigor for all students. Aligns with state/county curriculum. Copyright the Master Teacher 2012

The Framework for Teaching and the Student-Led Classroom Domain 1 Setting Instructional Outcomes (Component 1c) Element: Clarity All outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Activity: Clarity Allow 3 minutes for this activity. Clarity of instructional outcomes promotes shared understanding of the learning by both teacher and student. Prior learning is connected to new learning. Because of this shared understanding of the instructional outcome, teachers and students can collaborate to determine methods for assessment, supporting a student-led classroom. Read the slide. Ask participants what they notice about these criteria as they relate to the Clarity of instructional outcomes. Have groups record their thinking in the second section of their chart. Provide approximately 3 minutes for this step. Then have groups share out their thinking, adding responses to their chart if they deem necessary. Responses could include: Learning-focused, not task-driven. Incorporate varying modes for assessment. Clear to both students and teachers. Student-focused. Connects to prior learning. Venue for collaboration between teacher and student to determine methods of assessment. Copyright the Master Teacher 2012

The Framework for Teaching and the Student-Led Classroom Domain 1 Setting Instructional Outcomes (Component 1c) Element: Balance Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration. Activity: Balance Allow 3 minutes for this activity. Instructional outcomes need to offer a Balance to create a well-rounded learning experience. This balance must include opportunities to learn factual and procedural knowledge, as well as opportunities to transfer this learning into conceptual understandings; to be able to reason, communicate, and collaborate regarding this learning; and to be able to take and defend a position. It forces teachers to consider and incorporate not only what students will learn but how students will process that learning into authentic learning opportunities. Read slide. Ask participants what they notice about these criteria as they relate to the Balance within instructional outcomes. Have groups record their thinking in the third section of their chart. Provide approximately 3 minutes for this step. Then have groups share out their thinking, adding responses to their chart if they deem necessary. Responses could include: Learning reflects a variety of skills that will be utilized. Student-focused. Built-in integration between content areas as appropriate. Different learning skills are specifically addressed and planned for. Copyright the Master Teacher 2012

The Framework for Teaching and the Student-Led Classroom Domain 1 Setting Instructional Outcomes (Component 1c) Element: Suitability for Diverse Learners Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups. Activity: Suitability for Diverse Learners Allow 3 minutes for this activity. All classrooms require planning for the different needs within the group. Instructional outcomes will require adaptation to specifically address student needs to include deficients or advancement of skill levels, cultural backgrounds, and special needs. These adaptations will need to be addressed in the assessment for these students. Read the slide. Ask participants what they notice about these criteria as they relate to the Suitability for Diverse Learners of instructional outcomes. Have groups record their thinking in the fourth section of their chart. Provide approximately 3 minutes for this step. Then have groups share out their thinking, adding responses to their chart if they deem necessary. Responses could include: Assessment is not a one-size-fits-all. Multiple means of assessment. Student-focused assessment based on individual students/student groups. Special needs, cultural sensitivity, and skill deficients are addressed. Copyright the Master Teacher 2012

Domain 1 Summing Up Reflect on the criteria gathered as a group. Identify three key ideas that narrow down the focus of these criteria. Activity: Summing Up Allow 10 minutes for this activity. Let’s take a few minutes and sum up the criteria focusing on Setting Instructional Outcomes. Preparation: You will need additional colored markers for this activity. Allow 5 minutes for the first portion of this activity. Bring table groups together to narrow the collective thinking and identify three ideas to sum up the focus of learning outcomes. As groups share out, additional ideas can be included on the charts in a different color marker. Possible ideas include: Student-centered. Integrated. Comprehensive. Specifically written to address learning. Variety for assessments, to include student-selected methods. Centered on student learning. Focused on what students will learn. Copyright the Master Teacher 2012

Domain 1 Into Practice Describe how these criteria will guide planning and preparation as you set future learning outcomes. Reflect on what changes you will make to an upcoming objective because of these criteria. Activity: Summing Up (continued) Allow 5 minutes for the second portion of this activity. As we reflect on these criteria, think about how they will impact planning and preparation. Have participants work with partners to discuss how the criteria will guide planning and preparation as they set future learning outcomes. They should also reflect on changes they will make to an upcoming learning objective because of these criteria. Lead a discussion after partners have had a chance to share. Encourage specific examples of how these criteria will transfer into their current learning outcomes and how that will impact learning within classrooms. Copyright the Master Teacher 2012

Analyzing Instructional Outcomes
The Framework for Teaching and the Student-Led Classroom Exit Task Determine whether each example on the is a learning outcome. Cite evidence to support your thinking. Activity: Exit Task for Analyzing Instructional Outcomes Allow 10 minutes for this activity. Let’s take a closer look at two objectives and determine whether they fit the criteria for a distinguished instructional outcome. Preparation: You will need copies of Activity Sheet 1: Analyzing Instructional Outcomes. Page 61 Distribute Activity Sheet 1 to participants. Tell them to analyze the learning outcomes on the handout by using the information they learned about instructional outcomes and the charts at their tables. Emphasize that it is also essential to cite evidence to support their thinking for each example. After participants have completed the handout, advance to the following two slides for the outcome examples and to promote group conversation. Analyzing Instructional Outcomes Copyright the Master Teacher 2012

The Framework for Teaching and the Student-Led Classroom Exit Task Analyzing Instructional Outcomes Determine whether the example is a learning outcome. Cite evidence to support your thinking. Objective 1: Students will experiment with real and virtual objects to create a variety of electrical circuits in order to explains, in writing or orally the path of electricity in a closed circuit. Activity: Exit Task for Analyzing Instructional Outcomes Allow 10 minutes for this activity. Let’s take a closer look at two objectives and determine whether they fit the criteria for a distinguished instructional outcome. Preparation: You will need copies of Activity Sheet 1: Analyzing Instructional Outcomes. Page 61 Distribute Activity Sheet 1 to participants. Tell them to analyze the learning outcomes on the handout by using the information they learned about instructional outcomes and the charts at their tables. Emphasize that it is also essential to cite evidence to support their thinking for each example. After participants have completed the handout, advance to the following two slides for the outcome examples and to promote group conversation. Copyright the Master Teacher 2012

The Framework for Teaching and the Student-Led Classroom Exit Task Analyzing Instructional Outcomes Determine whether the example is a learning outcome. Cite evidence to support your thinking. Objective 2: Students will create an electrical circuit as a closed loop, including a power surge. Activity: Exit Task for Analyzing Instructional Outcomes Allow 10 minutes for this activity. Let’s take a closer look at two objectives and determine whether they fit the criteria for a distinguished instructional outcome. Preparation: You will need copies of Activity Sheet 1: Analyzing Instructional Outcomes. Page 61 Distribute Activity Sheet 1 to participants. Tell them to analyze the learning outcomes on the handout by using the information they learned about instructional outcomes and the charts at their tables. Emphasize that it is also essential to cite evidence to support their thinking for each example. After participants have completed the handout, advance to the following two slides for the outcome examples and to promote group conversation. Copyright the Master Teacher 2012

Exit Task Learning Outcome 1 Students will experiment with real and virtual objects to create a variety of electrical circuits in order to explain, in writing or orally, the path of electricity in a closed circuit. Activity: Analyzing Instructional Outcomes (continued) Review the learning outcome on this slide. Foster conversation within the group to determine whether this is a learning outcome, asking participants to cite evidence to support their thinking. Be sure to scaffold responses by asking participants to share the thinking behind their decision. Answer: This is an example of a learning outcome because it results in student learning and integrates the criteria for the four elements of establishing learning outcomes. Copyright the Master Teacher 2012

Exit Task Learning Outcome 2 Students will create an electrical circuit as a closed loop, including a power surge. Activity: Analyzing Instructional Outcomes (continued) Review the learning outcome on this slide. Foster conversation within the group to determine whether this is a learning outcome, asking participants to cite evidence to support their thinking. Be sure to scaffold responses with questions to uncover why participants came to a conclusion. Answer: This is not a learning outcome but rather an activity that students would complete. Copyright the Master Teacher 2012

Closure “Above all, instructional outcomes must be clear and stated in terms of student learning rather than student activity: ‘What will students learn as a result of the instructional engagement?’ not ‘What will students do?’” (Danielson, 2007, p. 51) Read the slide to closethe first part of the module. Ask participants to provide perspectives on the quote. Answer any questions participants may have at this time. Thank them for their attention to and participation in this session. Copyright the Master Teacher 2012

Part II Component 3b Using Questioning and Discussion Techniques in the Student-Led Classroom As instructional outcomes are developed, it is essential also to strategically plan for questioning and discussion. In Domain 3, Instruction, Component b, Using Questioning and Discussion Techniques, Danielson provides insight into the questions and discussion techniques utilized within classrooms to maximize student learning and achievement. Within this component, we will also review the elements Quality of Questions, Discussion Techniques, and Student Participation. As discussed in the first part of this workshop, all instruction begins through the development of instructional outcomes that align with the intended curriculum and meet the needs of all learners, with a focus on student learning. As we begin to focus on instruction, those plans come to life within the venue of a classroom. The questions and discussion techniques employed by the teacher are key to allowing students to take a lead within the classroom. All students must be engaged in this type of questioning and discussion with the teacher as well as each other. Copyright the Master Teacher 2012

Part II Objectives Participants will: Analyze the Framework for Teaching Component 3b to identify question and discussion technique expectations in a student- led classroom. Apply the Framework for Teaching Component 3b to create a plan to utilize question and discussion techniques with an instructional outcome. Review the objectives for this module. As we delve into using questioning and discussion techniques to enhance learning in a student-led classroom, we must continue to think about: How we plan and prepare for instruction. Setting learning outcomes to focus on learning rather than simply activities that students will complete. The opportunities for student discussion and questions to enhance learning. Copyright the Master Teacher 2012

Warm-Up Activity “Creating an environment in which students take responsibility not only for their own learning but also for that of their classmates might, in some situations, represent a considerable departure from past practice.” (Danielson, 2007, p. 38) Warm-Up Activity: Choose a Side Allow 10 minutes for this activity. Preparation: For this activity, you will need chart paper and markers for each group. Read the quote on the slide. Ask participants to reflect and determine whether they want to support or challenge the quote. Have participants split into two groups: those who support the statement and those who challenge the statement. Ask the groups to go to separate areas within the room. Instruct the groups to build a case either in support of or challenging the quote. They should provide their thinking and cite examples for each case. Provide chart paper for the groups to record their ideas to share. Give groups approximately 5 minutes to record their ideas. Lead a discussion wherein the groups share their collective thinking and ideas regarding the quote. Be sure to monitor the clock closely so that each side has equal time. Also allow time for rebuttal at the end. After each group has shared, allow participants to physically change sides if they have changed their mind. The Framework for Teaching replaces past practices of the teacher solely leading a classroom. Instead, the teacher role becomes one of model and facilitator of learning. With the more rigorous expectations within the Common Core State Standards, teachers are accountable for content as well as the thinking and problem-solving skills necessary to transfer content learning into authentic learning scenarios. In order for this type of learning to take place, teachers must step away from the center stage of their classrooms and transition to a student-led learning approach. Copyright the Master Teacher 2012

Domain 3b Share the question on the slide. Lead a discussion as participants share responses. As participants are sharing, probe with guiding questions to determine specifically what teachers are doing in their classrooms to include all learners. The focus of this domain is engaging all students when responding to questions posed and as discussion evolves within the classroom. We will take a more in-depth look at the criteria Danielson created to support distinguished instruction using questioning and discussion techniques. How do you ensure that all students engage in classroom discussions? Copyright the Master Teacher 2012

Using Questioning and Discussion Techniques (Domain 3b)
The Framework for Teaching and the Student-Led Classroom Domain 3b Using Questioning and Discussion Techniques (Domain 3b) Element: Quality of Questions The teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions. The quality of questions posed within a classroom guides the depth of learning that takes place. Because learning evolves as students change or deepen their thinking about a specific topic, questions posed by both the teacher and the students spark this learning to occur. This is not to be confused with the type of questioning utilized by teachers for the purpose of assessment. It is imperative that the teacher plan for and pose questions that will elicit student questions and conversations related to that topic. These are not the basic, recall-level questions; rather, these are questions that promote conversation among students to collectively enhance deeper learning. Often, these questions encourage students to make connections and facilitate student-created questions in their quest for clarification and learning. They also provide a vehicle for students to expand, deepen, and transfer their knowledge of content. While the questions are a key component, it is also the teacher’s response to student questions and answers that sets the stage for student learning. Rather than confirm a correct answer, the teacher will probe the student’s thinking, often engaging classmates in the conversation. Questions that support this discussion technique could be “Do you agree/disagree?” or “What would happen if ?” As teachers model and teach this type of questioning and discussion within their classrooms, students begin to lead discussions guided by their need to deepen their own learning. This type of student-led learning, enhanced through student-guided questions, is a hallmark of a distinguished quality of questions. Teachers must provide adequate wait time for all students to formulate a response. This also sets a classroom expectation and environment wherein all students must be accountable for learning. Share the slide. Have participants partner up to identify the key words within the criteria as they relate to the Quality of Questions within a classroom. Provide approximately 1 minute for identification. Responses could include: High-quality questions. Adequate wait time. Students formulate questions. Majority of questions are high-quality. Copyright the Master Teacher 2012

Using Questioning and Discussion Techniques (Domain 3b)
The Framework for Teaching and the Student-Led Classroom Domain 3b Using Questioning and Discussion Techniques (Domain 3b) Element: Discussion Techniques Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions. As the teacher has instructed and guided students to respond to and ask questions that are rigorous with high cognitive demand, the teacher must step aside when possible, allowing the students to lead their learning. This does not mean that the teacher does not continue to take an active role in the classroom. Rather, the role becomes that of a facilitator, supporting students’ thinking, keeping dialogue on topic, and guiding conversations as necessary. The teacher frequently solicits feedback from students and provides feedback to students referencing classroom discussions. A teacher-made rubric is shared to reinforce expectations and accountability to all students referencing their discussion contributions. Share slide above. Have participants partner up to identify the key words within the criteria as they relate to the Discussion Techniques within a classroom. Provide approximately 1 minute for identification. Responses could include: Students assume responsibility. Students initiate topics. All students participate. Teacher responses encourage further student responses. Copyright the Master Teacher 2012

Domain 3b Using Questioning and Discussion Techniques (Domain 3b) Element: Student Participation Students themselves ensure that all voices are heard in the discussion. It goes without saying that all students are expected to participate in their classes. State assessments reinforce our accountability as we are charged with ensuring that all students meet grade- or course-level expectations. As teachers are held accountable for the learning of all students, it is imperative that all student voices be heard. The teacher must set clear expectations within the classroom environment where all student thinking is supported within a respectful culture of learning. The teacher models a classroom structure where all students are expected to participate in discussions, engage in the learning, and respond to learning in a manner that extends their learning and that of others. As this type of classroom environment is established, students take on the role of ensuring all voices are heard within a discussion as the teacher facilitates and scaffolds learning from the perimeter of the classroom rather than center stage. Teachers support students to promote a student-led classroom through explicit techniques that hold students accountable for responding, using and teaching students how to use a system to track individual student responses and participation, and expecting students to respond to both teacher- and student-created questions with comments or additional questions that are on point with the topic of discussion. Read slide above. Have participants partner up to identify the key words within the criteria as they relate to Student Participation within the classroom. Provide approximately 1 minute for identification. Responses could include: Students ensure all students are heard. Students feel comfortable sharing. Teacher frames questions to draw in all students. Copyright the Master Teacher 2012

Domain 3b Sticky Note Prompt How will your questioning and discussion techniques support the elements of Quality of Questions, Discussion Techniques, and Student Participation in creating a student-led classroom? Activity: Sticky Note Prompt Allow 15 minutes for this activity. This is a sticky note prompt activity that will help participants summarize their thoughts on using questioning and discussion techniques to create a student-led classroom. Preparation: You will need sticky notes and pens or pencils for this activity. You also need three pieces of chart paper. Each piece of chart paper should be labeled with one of the three Domain 3b elements (Quality of Questions, Discussion Techniques, and Student Participation). Have participants consider the question on the slide. Then have them write down three short responses on sticky notes, one for each of the elements (Quality of Questions, Discussion Techniques, and Student Participation). Their response should address how the element supports a student-led classroom. Remind participants that it is essential to connect the elements back to students. Place three pieces of chart paper around the room. Each paper should have one element from Domain 3b (Quality of Questions, Discussion Techniques, and Student Participation) labeled at the top. Ask participants to place their sticky notes on the chart paper with the appropriate element. After the participants post their sticky notes under the appropriate element, have them count off by threes, creating three groups. Assign each group an element with the charge to synthesize and draw two to five conclusions from the collective ideas. Have each group share their conclusions, fostering discussion among all groups to synthesize and solidify new learning. Copyright the Master Teacher 2012

Instructional Outcome
The Framework for Teaching and the Student-Led Classroom Exit Task Instructional Outcome Students will experiment with real and virtual objects to create a variety of electrical circuits in order to explain, in writing or orally, the path of electricity in a closed circuit. Activity: Exit Task for Using Questioning and Discussion Techniques Allow 10 minutes for this activity. Let’s begin to synthesize Domain 1c and 3b relating to instructional outcomes and using questioning and discussion techniques. Read the slide which contains an instructional outcome from the first part of the presentation. As table groups, think about how you would ensure that the lesson meets the distinguished criteria discussed. On the activity sheet, you will create and record the following information: Specific questions that you would use for this lesson. Include possible student-led questions that could result from your initial question. Explicit discussion techniques that would be employed. Strategies that will be utilized throughout the lesson to ensure there is participation from all students. Copyright the Master Teacher 2012

Activity Create and record the following information for the outcome: Specific questions that you would use for this lesson. Include possible student-led questions that could result from your initial question. Explicit discussion techniques that would be employed. Strategies that will be utilized throughout the lesson to ensure there is participation from all students. Copyright the Master Teacher 2012

Closure “In a true discussion, all students share their view on a topic, the teacher guides discussion from one topic to another, and the discussion deepens the understanding of all students.” (Danielson, 2007, p. 286) Close the second part of the module with this slide. Ask participants to provide perspectives on the quote. Ask if there are any questions about using questioning and discussion techniques. Answer any questions participants may have at this time. Thank them for their active engagement and participation in this session. Share that you will conclude your in-depth look at the Framework for Teaching and student engagement in the third and final part of the presentation. Copyright the Master Teacher 2012

Part III Component 3c Engaging Students in Learning in the Student-Led Classroom As all instruction is planned and prepared for students, one of the most essential components of student achievement is student engagement. In Domain 3, Instruction, Component c, Engaging Students in Learning, Danielson gets to the heart of student achievement and developing a student-led classroom. Without engagement, students are but passive visitors to a classroom, taking information in with little, if any, authentic learning taking place. Engagement requires students to think at a deep, rigorous level. Danielson provides insight into what student engagement looks like within a classroom from both a teacher and student point of view. Copyright the Master Teacher 2012

Part III Objectives Participants will: Apply the Framework for Teaching Component 3c to identify engaging students in learning expectations in a student-led classroom. Incorporate the Framework for Teaching Component 1c, 3b, and 3c to reflect on changes to current practices to align instructional outcomes, questioning and discussion techniques, and student engagement expectations for a student-led classroom. Apply the Framework for Teaching Component 1c, 3b, and 3c to design an action plan for an upcoming lesson. We have already focused on Instructional Outcomes and how they will need to adjust to take on a student-led focus. We have also taken a close look at Questioning and Discussion Techniques that teachers need to employ to foster a student-led classroom. The final piece of the Framework for Teaching that we will explore is Engaging Students in Learning. Once we conclude our analysis of the Framework for Teaching as it relates to Instructional Outcomes, Using Questioning and Discussion Techniques, and Engaging Students in Learning, we will merge our learning into an upcoming lesson. Review objectives for this module. Copyright the Master Teacher 2012

Warm-Up Activity “If one component of the framework for teaching can claim to be the most important, it is student engagement.” (Danielson, 2007, p. 82) Warm-Up Activity: Student Engagement Allow 3 minutes for this activity. Share the slide. Ask participants to reflect on the quote with a partner. Lead a short discussion with the following questions: What does student engagement look like? What evidence can you evaluate to demonstrate student engagement? How do you respond when students are not engaged? We will now review Danielson’s Domain 3, Component c, which will provide insight into the level of student engagement through the elements of Activities and Assignments, Grouping of Students, Instructional Materials and Resources, and the Structure and Pacing of lessons. Copyright the Master Teacher 2012

Domain 3 Engaging Students in Learning (Component 3c) Element: Activities and Assignments All students are cognitively engaged in the activities and assignments in their exploration of content. Students initiate or adapt activities and projects to enhance their understanding. Just as we have shifted our focus toward student-led learning within classroom initiatives when creating learning outcomes, using questioning to deepen and transfer contextual learning, and facilitating classroom discussions, again we look toward the student learner to ensure Activities and Assignments are designed to engage students in meaningful learning. While students can often appear engaged, the true proof of student engagement is demonstrated in student learning as evidenced in student work and achievement. As teachers, in the end, we are responsible for student learning that is evidenced in county and statewide assessments. This type of student engagement does not occur accidently but must be intentionally planned for through careful alignment of assessment information on current student levels, curriculum, and the students. One key element to creating a student-led classroom is through student choice. Often assignments can be structured to provide choice, such as a menu wherein students choose how to demonstrate their learning. Students also demonstrate higher levels of cognitive engagement when there are multiple correct answers and when activities and assignments are relevant to their lives. Read the slide. Ask participants to highlight the key ideas and discuss. Encourage all participants to join in the conversation. Responses could include: Cognitively engaged. Exploration of content. Student-initiated. Adapted activities/assignments to reflect relevance to student lives. Choice. Copyright the Master Teacher 2012

Domain 3 Engaging Students in Learning (Component 3c) Element: Grouping of Students Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups. It is extremely important to be strategic in the Grouping of Students to maximize engagement. It is essential that the form of student groups remains dependent on the purpose of the lesson. Groupings should remain flexible and adjust to align with the purpose for learning. While there is no “best fit” suggested for groupings, it is critical to vary groups to reflect the most effective grouping to reach and maintain the engagement of students and reach the purpose of the instructional outcome. In a student-led classroom, students can make recommendations about the group makeup, give suggestions for group collaboration, and offer self-reflection and recommendations to group members on their contribution to the group. Read the slide. Ask participants to highlight the key ideas and discuss. Encourage all participants to join in the conversation. Responses could include: Productive. Targeted for the purpose of the lesson. Student-initiated and -adjusted. Designed to maximize engagement. Reflective on group contributions. Copyright the Master Teacher 2012

Domain 3 Engaging Students in Learning (Component 3c) Element: Instructional Materials and Resources Instructional materials and resources are suitable to the instructional purposes and engage students mentally. Students initiate the choice, adaptation, or creation of materials to enhance their learning. While instructional materials refer to any material utilized within the classroom, the focus of this element is the mental engagement of students with instructional materials and resources that enhances learning. Merely providing students with manipulatives does not equate to students’ mental engagement in learning. Instead, this element refers to the use of Instructional Materials and Resources to allow students to deepen and broaden learning. Providing students with the ability to choose materials or resources for a particular purpose supports students in leading their learning. This is strategically accomplished when teachers develop instructional outcomes that embed student-led initiatives and provide a venue wherein students can guide their learning through the available materials and resources. It is through this type of learning opportunity that students integrate learning across content areas and are mentally engaged. Read the slide. Ask participants to highlight the key ideas and discuss. Encourage all participants to join in the conversation. Responses could include: Student selection of materials and resources. Instructional materials and resources are selected to enhance mental engagement. Instructional materials and resources are selected for a specific instructional purpose. Instructional Materials and Resources are adapted to support a specific instructional purpose. Copyright the Master Teacher 2012

Domain 3 Engaging Students in Learning (Component 3c) Element: Structure and Pacing The lesson’s structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students. Student engagement and Structure and Pacing are inherently dependent upon one another. Because of this connection, it is essential that the teacher plans lessons that have a consistent, expected structure. While it is expected that there will be variety in the manner of instructional delivery, structural aspects of the lesson should remain the same daily (for example, warm-up activity, review of learning outcomes, direct instruction, and closure). Closure should be a part of each lesson and not a rushed afterthought as students are transitioning. Closure should also include an opportunity for self-reflection by all students. The established structure helps teachers determine the pacing for each lesson. Teachers must take into account the need to keep all students engaged, moving at a pace that allows the most to be able to stay challenged, while recognizing the needs of those students who require additional time to fully understand concepts. Notice, too, that the grouping of students plays a key factor in determining the pace of a lesson. Read the slide. Ask participants to highlight the key ideas and discuss. Encourage all participants to join in the conversation. Responses could include: Coherent, consistent structure. Pacing supports the engagement of all students. Closure with self-reflection opportunities. Copyright the Master Teacher 2012

Domain 3 “What is required for student engagement is intellectual involvement with the content or active construction of understanding.” (Danielson, 2007, p. 83) Share the quote on the slide. Engagement is critical to making learning real. It is through the engagement of both mind and body that learning is fostered in students. This instruction and learning must align with the curriculum and students to foster true understanding. Copyright the Master Teacher 2012

Domain 3 Employing Engagement 1. What indicators demonstrate students are engaged? 2. What causes students to disengage? 3. How does facilitating a student-led classroom impact student engagement? 4. What are proactive measures, teacher behaviors, or strategies teachers can use to keep students engaged? Activity: Employing Engagement Allow 10 minutes for this activity. This is an Employing Engagement activity to have participants synthesize Engaging Students in Learning. Preparation: You will need four pieces of chart paper, one for each of the questions. You will also need at least four different colored markers. Write down the following questions, one per piece of chart paper, and hang them around the room. How does facilitating a student-led classroom impact student engagement? What are proactive measures, teacher behaviors, or strategies teachers can use to keep students engaged? What causes students to disengage? What indicators demonstrate students are engaged? Divide participants into groups of four, one for each question, and direct them to go to a different poster with a group-selected colored marker. The presenter will provide one minute for each group to respond to the question. Aftergroups have responded to the first question, the presenter will direct them to move around the room to a new poster. The presenter will keep time, providing approximately one minute for groups to read previous responses and include at least three additional ideas until all groups rotate through all questions and return to the question by which they started. Have each group review all responses and choose three to five to share with the whole group. Have each group share key points for each question, fostering discussion among all groups to synthesize and solidify new learning. Copyright the Master Teacher 2012

Reflection What changes will you make as you align your planning and instruction to create a student-led classroom incorporating the distinguished elements from the Framework for Teaching? Share the slide. Lead a discussion asking participants what changes they will make to incorporate insights from the distinguished elements of the Framework for Teaching to create a student-led classroom. Copyright the Master Teacher 2012

Creating an Action Plan for Implementing The Framework for Teaching in the Student-Led Classroom Copyright the Master Teacher 2012

Closing Activity Action Planning Think about an upcoming lesson. Design 1 instructional outcome with a student-led focus. Design 2 to 3 quality questions that will engage student discussion. List 3 to 4 specific strategies you will use to ensure engagement from all students. Activity: Action Planning Allow 15 minutes for this activity. As a concluding activity, participants will transfer the Framework for Teaching learning into a job-embedded plan. Preparation: You will need copies of Activity Sheet 3: Action Planning. Distribute Activity Sheet 3 to participants. Ask participants to think about an upcoming lesson. Have them utilize the handout to complete an action plan for that lesson, incorporating the information gained through our training about the Framework for Teaching and creating a student-led classroom. Provide 15 minutes for participants to work, alone or collaboratively, to: Design 1 instructional outcome with a student-led focus. Design 2 to 3 quality questions that will engage student discussion. List 3 to 4 specific strategies that will be used to ensure engagement from all students. As participants are working, circulate within the group to offer suggestions and scaffolding questions to assist as they plan for their upcoming lesson. Lead a discussion about how their planning, preparation, and instructional delivery has changed to provide a student-led classroom approach that aligns with the Framework for Teaching. Copyright the Master Teacher 2012

Conclusion “It is the hallmark of an accomplished professional that the classroom has made the shift from a learning environment completely managed by the teacher to one in which students themselves assume some responsibility.” (Danielson, 2007, p. 37) Conclude the workshop with this slide. While each component within the domains is essential to create a student-led classroom, they are interdependent and must all be considered when planning, preparing, and instructing students. It is this type of comprehensive approach, focusing on student-led learning, that will allow students to meet the new challenges of the Maryland Common Core State Standards, PARCC assessments, and college- and career-readiness upon graduation. Ask participants if they have any remaining questions or remarks and thank them for their participation. Also use this time to tell them about follow-up activities in the coming weeks. Copyright the Master Teacher 2012

Sources Cited Danielson, C. (2007). Enhancing professional practice: A framework for teaching. Alexandria, Virginia: ASCD. Danielson, C., & Axtell, D. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: ASCD. How CTE prepares students for career and college readiness. Retrieved from rdonlyres/36F33B12-A617-41ED-9662-A CD/30657 /PreparingStudentsCollegeCareers2012.pdf ACT’s College Readiness System: Meeting the Challenge of a Changing World. (2008). Retrieved from Copyright the Master Teacher 2012

The Framework for Teaching and the Student-Led Classroom

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The Framework for Teaching and the Student-Led Classroom

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